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A primary undertaking in communicative language teaching is to ensure second language (L2) speakers develop the ability to interact in real-world communicative events, a skill known as interactional competence (IC). Thus far, there have been few needs analysis studies conducted on L2 IC, posing challenges when ascertaining whether the teaching and testing of L2 IC are empirically grounded. Henceforth, the researcher carried out a needs analysis to systematically investigate the IC learning needs of speakers of L2 Chinese, which in itself represents an under-investigated target language in present-day needs analysis literature. A considered methodology was utilized to elicit triangulated information from 18 participants. Content analysis of the elicited data identified seven IC learning categories: (1) social actions, (2) sociopragmatic knowledge, (3) pragmalinguistic knowledge, (4) interactional structure, (5) content knowledge, (6) linguistic resources, and (7) nonverbal resources. Results revealed disaffiliative social actions (e.g. complaining) to be most challenging. The management of social actions was mediated by speakers’ sociopragmatic knowledge (e.g. social distance) and pragmalinguistic knowledge (e.g. formality devices). Other learning categories such as interactional structure (e.g. topic development) and nonverbal resources (e.g. gaze) contributed to successful interaction at a more foundational level. Based on these findings, this article proposes a three-tier IC needs model to conceptualize the hierarchical interrelationships among the seven categories. In addition, the researcher generated lists of IC learning needs for each category and subcategory to assist language educators with developing targeted IC teaching and assessment tasks. The IC needs model and needs lists constitute a pedagogical toolkit for the systematic incorporation of IC in task-based language teaching, language curricula and language programs. This article also discusses how methodological considerations and innovations formulated in the study can contribute to needs analysis research in general.

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Interactional competence (IC) is a concept gaining growing currency in language learning, teaching and assessment. First proposed by Kramsch (1986), IC focuses on developing second language (L2) speakers’ abilities to use language for functional purposes, ranging from “survival as a tourist or a student to negotiating treaties” (p. 366). The conceptualization of language competence as an ability for use differentiates IC from traditional understanding of proficiency, which consists of componential, de-contextualized ability indicators such as lexical range, grammatical soundness, and pronunciation. The ethos of IC emphasizes that language teaching education needs to focus on cultivating L2 speakers’ abilities to use their linguistic resources (e.g., vocabulary and grammar) to achieve meaningful social actions in real-world interactional contexts. This special issue comprises three research articles and three book reviews, each of which exemplifies the ways in which IC can be applied to face-to-face and online learning opportunities for L2 speakers.

This issue of TESOL in Context contains four articles that complement each other in their focus and arguments concerning political ideologies, the commodification of English as an additional language/dialect (EAL/D) teaching and the professional training needs of both EAL/D and mainstream teachers in Australian education. The first two submissions are discussion papers, which set the scene for two articles reporting on results from empirical TESOL research. Four book reviews complete the volume with a focus on the work of EAL/D teachers and learners in a variety of contexts. The articles and book reviews in this issue highlight important issues in EAL/D policy, research and practice, with a particular emphasis on the imperative to prioritise teacher preparation and professional learning. Underpinning all submissions is a clear understanding of the need for authenticity, collaboration, specialisation and utilisation of all of the linguistic competencies EAL/D bring with them to classrooms. This has implications for TESOL within and beyond Australian borders and highlights the need for continued dialogue with government and funding bodies to ensure the teaching and learning of EAL/D students is comprehensively supported in a wide range of educational contexts.